Featured by Thomas R Baker
This research contains the results of ongoing machine analyses of over 3,500 US curriculum standa... more This research contains the results of ongoing machine analyses of over 3,500 US curriculum standards or similar curriculum references. All state core standards (English, math, science, and social studies) and Career and Technical Education (CTE) curriculum references were collected. A python-based program reads each standards document in search of a defined geospatial keyword. Counts were summed and normalized based on total words in the collection of documents for that state and subject area. A number of generous, external reviewers have been enlisted to help monitor the project’s findings. https://trbaker.github.io/GIStandards
Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly an... more Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included.
Journal Articles by Thomas R Baker
As Roger Downs wrote in 1994, it would be nice to have some data
upon which to make decisions reg... more As Roger Downs wrote in 1994, it would be nice to have some data
upon which to make decisions regarding significant geography education
issues. In the absence of data, it would be advisable to at least pay attention
to research methodology, or what he terms, the basics of the empirical
method. ”. . . [Mluch of the existing work in geography education fails to
meet generally accepted research standards in terms of design, execution, and
reporting.. ... There are too many one-of-a-kind, ad hoc studies that do not
lead to a cumulative understanding of essential phenomena. Thus we lack a
range of valid and reliable instruments for assessment. . . ..Therefore, we
need to pay attention to the basics of the empirical method: sample selection,
hypothesis formulation, data quality, statistical analysis, reporting requirements,
research ethics, etc.” (Downs 1994,129). A decade later this call
remains relevant, pressing, and still unmet.
Ever want to take a quick, deep-dive into a map found in your students’ textbooks? Ever want to u... more Ever want to take a quick, deep-dive into a map found in your students’ textbooks? Ever want to use a web-based map to bring that static, print map to life? Maybe the map you’re using would be better with interactive or near real-time data. Enter the new Earth Science GeoInquiries!
Earth Science GeoInquiries from Esri are instructional resources designed for the U.S. middle school Earth Science classroom. Each Earth Science geoinquiry takes about 15 minutes, ties to the Next Generation Science Standards, and is based on map concepts found in the leading textbooks used in schools today. GeoInquiries are content-forward, teaching Earth science concepts first – and using ArcGIS Online maps and data to enhance that instruction, taking student engagement and inquiry deeper than they would experience with the text alone.
Despite nearly 20 years of intensive investment by higher education, industry, primary and second... more Despite nearly 20 years of intensive investment by higher education, industry, primary and secondary teachers, youth and community leaders, government agencies, and non-profits organizations in geographic information systems (GIS) in education around the world, a GIS education research agenda has yet to be developed. This paper provides a rationale and a broad background for a GIS education research agenda and describes what that agenda should include. This agenda identifies research progress made in: student learning and outcomes instructor professional development technical development, to identify where major gaps still exist. In so doing, it is hoped that this agenda will serve as a focal point of communication for the GIS education research community and encourage additional and deeper research into these and related Baker, T.; Kerski, J.; Huynh, N.; Viehrig, K.; Bednarz, S./Call for an Agenda and Center for...
Journal of geography, Jan 1, 2003
The Professional Geographer, Jan 1, 2005
Skip to Main Content. There will be a release of Wiley Online Library scheduled for Saturday 27th... more Skip to Main Content. There will be a release of Wiley Online Library scheduled for Saturday 27th November 2010. Access to the website will be disrupted as follows: New York 0630 EDT to 0830 EDT; London 1130 GMT to 1330 GMT; Singapore 1930 SGT to 2130 SGT. ...
Book chapters by Thomas R Baker
In book: Learning to think spatially: GIS as a support system in the K-12 curriculum, Edition: 1,... more In book: Learning to think spatially: GIS as a support system in the K-12 curriculum, Edition: 1, Chapter: Appendix G: The Introduction of GIS into K-12 Education, Publisher: National Academies Press., pp.289-292
GGeography has always played a pivotal role in the development of scientific thought. Alfred Rus... more GGeography has always played a pivotal role in the development of scientific thought. Alfred Russell Wallace (1885), recognizing the spatial proximities of related species, concluded that “Every species has come into existence closely coincident both in space and time with a pre-existing closely allied species,” bringing to light one of the most basic phenomenon of nature, biologic evolution.
In: Digital geography: Geospatial technologies in the social studies classroom. Chapter with Mar... more In: Digital geography: Geospatial technologies in the social studies classroom. Chapter with Marsha Alibrandi.
Teaching Science and Investigating Environmental Issues with Geospatial Technology: Designing Effective Professional Development for Teachers
Learning and Teaching with Geomedia provides a theoretical and practical introduction to a field ... more Learning and Teaching with Geomedia provides a theoretical and practical introduction to a field explicitly aimed at secondary education. The first section consists of three scientific papers introducing the dimensions of the emerging geoinformation society. The second section of the book is specifically dedicated to teacher trainers and teachers. The introductory section provides an overview of the development of geomedia and envisions a roadmap of technological development ahead; a discussion of everyday geomedia applications and geomedia use; and, finally, pedagogical approaches using geomedia in secondary education. This section provides a broad foundation that does not argue in favor of a technological paradigm, but suggests that geomedia use in secondary education should be oriented at everyday life applications. The main section is devoted to exemplary learning environments that are ready to use, and easily transferable to local schools. While geoinformation technology is the basis of these learning environments, care has been taken to clearly identify conceptual approaches to these learning environments, and, therefore, make them less reliant on technology locally available. Many of these are easily applied without any further software or hardware other than a web browser and a mobile phone. The pedagogical background of these learning environments leads from science education and spatial thinking to learning environments that support an education for spatial citizenship, reflected geomedia use and communication with maps to successfully participate in society. The book is aimed at academics in the fields of pedagogy, geography and citizenship education, as well as those working in science education. The professional audiences addressed are teacher trainers at University departments, teachers in secondary schools and students in teacher training.
The case study discusses the pedagogical, technical, and soctal activities of the earliest uses o... more The case study discusses the pedagogical, technical, and soctal activities of the earliest uses of GIS in U.S. K12 classrooms by science teachers, set against the backdrop of Rogers' Diffusion of Innovation.
Web-based GIS or WebGIS is powerful mapping and analytical functionality expressed within a web b... more Web-based GIS or WebGIS is powerful mapping and analytical functionality expressed within a web browser. Today, webGIS comes in many forms from consumer navigational maps to versatile location analytics tools that allow for user-directed analysis and content discovery. With nearly two decades of development history, webGIS tools are rapidly amassing strength, precision, and speed – in some cases, surpassing the capacities of basic desktop GIS applications. The inclusion of real-time data from sensor networks, social media, and the larger GIS community can extend WebGIS-based instruction to every learner. Because of the increased power and customization, webGIS can now better support learning standards-oriented content in the natural and social sciences. No longer is it necessary to teach learners how to use GIS before teaching the disciplinary content of interest.
In this article, the growing educative role for webGIS, both conceptually, technically, and practically will be explored, including the new affordances (e.g. collaboration, real-time data, distributed data, BYOD support, and interface customization) and constraints (e.g. bandwidth, privacy, and user management) provided by GIS in a cloud-based platform. Finally, considerations for preparing for new and pre-service teachers of webGIS, including pedagogical and technical considerations, will be discussed - providing a broad vision of the future of webGIS and how learners and educators can best utilize and prepare for that future.
Conference Proceedings by Thomas R Baker
In April 2015, a call for geospatial technology and learning papers was released announcing a spe... more In April 2015, a call for geospatial technology and learning papers was released announcing a special issue of the CITE Journal. This brief paper is intended to share the reflections on the special issue topic of the CITE Journal, the state of geospatial education research, and to offer a sneak peek at the forthcoming issue. Those interested in geospatial technologies including digital maps, GIS, GPS, remote sensing, digital globes or other location-based technologies are encouraged to attend.
The rapidly-developing field of geospatial information technologies (GIT) includes such tools as ... more The rapidly-developing field of geospatial information technologies (GIT) includes such tools as GPS, Google Maps/Earth, and GIS. While GIT holds great potential for learning in preK-16 education, it has been unknown to what extent those who train teachers are preparing future educators to use these tools. An online survey was designed to capture data about how faculty and instructors in teacher education programs are using geospatial technologies in their teacher education courses. Analyses indicate that a wide range of tools are used, mainly in science and social studies education. Almost a third of the participants also named math education or English/language arts education as another context in which they integrated geospatial tools.
Papers by Thomas R Baker
Springer eBooks, Oct 12, 2013
Before widespread professional development programs were created to support classroom adoption of... more Before widespread professional development programs were created to support classroom adoption of GIS technology and methods, a small but influential handful of science teachers not only learned how to use GIS but found ways of using it to drive deep scientific inquiry in the classroom. Because these educators were few in number, largely working on their own, and were innovators, they can be thought of as “lonely trailblazers.” This chapter explores the technical and pedagogical commonalities, implementation patterns, strategies of success, and habits of mind that these isolated yet pioneering teachers share. The challenges and triumphs of these educators are identified, providing parallels to today’s educators.
Key challenges in geography, 2019
Three manifestations of Web GIS are influencing the way GIS is being used to teach with GIS and a... more Three manifestations of Web GIS are influencing the way GIS is being used to teach with GIS and about GIS. These manifestations include web mapping and analysis, teaching with and creating web mapping applications, and collecting data using field-based citizen science mapping tools. This chapter investigates how these maps, data sets, tools, and methods can be taught in a wide variety of settings, educational levels, and disciplines. The advent of Web GIS is not simply the migration of GIS tools and data to the cloud, but rather represents a shift in how GIS can be perceived, taught, and learned.
The Journal of geography, Nov 1, 2003
Page 1. Lessons Learned from Reviewing Research in GIS Education Thomas R. Baker and Sarah Witham... more Page 1. Lessons Learned from Reviewing Research in GIS Education Thomas R. Baker and Sarah Witham Bednarz As Roger Downs wrote in 1994, it would be nice to have some data upon which to make decisions regarding significant geography education issues. ...
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Featured by Thomas R Baker
Journal Articles by Thomas R Baker
upon which to make decisions regarding significant geography education
issues. In the absence of data, it would be advisable to at least pay attention
to research methodology, or what he terms, the basics of the empirical
method. ”. . . [Mluch of the existing work in geography education fails to
meet generally accepted research standards in terms of design, execution, and
reporting.. ... There are too many one-of-a-kind, ad hoc studies that do not
lead to a cumulative understanding of essential phenomena. Thus we lack a
range of valid and reliable instruments for assessment. . . ..Therefore, we
need to pay attention to the basics of the empirical method: sample selection,
hypothesis formulation, data quality, statistical analysis, reporting requirements,
research ethics, etc.” (Downs 1994,129). A decade later this call
remains relevant, pressing, and still unmet.
Earth Science GeoInquiries from Esri are instructional resources designed for the U.S. middle school Earth Science classroom. Each Earth Science geoinquiry takes about 15 minutes, ties to the Next Generation Science Standards, and is based on map concepts found in the leading textbooks used in schools today. GeoInquiries are content-forward, teaching Earth science concepts first – and using ArcGIS Online maps and data to enhance that instruction, taking student engagement and inquiry deeper than they would experience with the text alone.
Book chapters by Thomas R Baker
In this article, the growing educative role for webGIS, both conceptually, technically, and practically will be explored, including the new affordances (e.g. collaboration, real-time data, distributed data, BYOD support, and interface customization) and constraints (e.g. bandwidth, privacy, and user management) provided by GIS in a cloud-based platform. Finally, considerations for preparing for new and pre-service teachers of webGIS, including pedagogical and technical considerations, will be discussed - providing a broad vision of the future of webGIS and how learners and educators can best utilize and prepare for that future.
Conference Proceedings by Thomas R Baker
Papers by Thomas R Baker
upon which to make decisions regarding significant geography education
issues. In the absence of data, it would be advisable to at least pay attention
to research methodology, or what he terms, the basics of the empirical
method. ”. . . [Mluch of the existing work in geography education fails to
meet generally accepted research standards in terms of design, execution, and
reporting.. ... There are too many one-of-a-kind, ad hoc studies that do not
lead to a cumulative understanding of essential phenomena. Thus we lack a
range of valid and reliable instruments for assessment. . . ..Therefore, we
need to pay attention to the basics of the empirical method: sample selection,
hypothesis formulation, data quality, statistical analysis, reporting requirements,
research ethics, etc.” (Downs 1994,129). A decade later this call
remains relevant, pressing, and still unmet.
Earth Science GeoInquiries from Esri are instructional resources designed for the U.S. middle school Earth Science classroom. Each Earth Science geoinquiry takes about 15 minutes, ties to the Next Generation Science Standards, and is based on map concepts found in the leading textbooks used in schools today. GeoInquiries are content-forward, teaching Earth science concepts first – and using ArcGIS Online maps and data to enhance that instruction, taking student engagement and inquiry deeper than they would experience with the text alone.
In this article, the growing educative role for webGIS, both conceptually, technically, and practically will be explored, including the new affordances (e.g. collaboration, real-time data, distributed data, BYOD support, and interface customization) and constraints (e.g. bandwidth, privacy, and user management) provided by GIS in a cloud-based platform. Finally, considerations for preparing for new and pre-service teachers of webGIS, including pedagogical and technical considerations, will be discussed - providing a broad vision of the future of webGIS and how learners and educators can best utilize and prepare for that future.